Professor explores play and the “science of skateboarding”

Jul 17 2018

Introducing science to young children as an engaging, active and fun enterprise is critical to nurturing their long-term interest in STEM learning and careers.

Kristen Missall, associate professor at the University of Washington College of Education, is exploring how to strengthen learning in informal, play-based settings as part of a National Science Foundation-funded project to redesign an exhibit at Iowa Children’s Museum.

STEM education projects showcased in NSF event

May 14 2018

Two University of Washington College of Education projects working to expand access to high-quality STEM learning opportunities will be featured during the 2018 NSF STEM for All Video Showcase taking place May 14 to 21.

AERA Highlight: Teen women's films open STEM participation

Apr 18 2018

As science educators struggle to design learning experiences that meaningfully engage youth, turning to film production offers a promising tool for providing teen women from historically marginalized groups with access to participate in science and engineering.

When researchers collaborate with individuals with disabilities rather than doing research on individuals with disabilities, they can uncover critical knowledge about disabilities and engage in emancipatory work.

AERA Highlight: Redesigning the kindergarten science classroom

Apr 17 2018

A three-year, teacher-researcher partnership focused on the implementation of Next Generation Science Standards in an urban kindergarten classroom highlights how a designed learning environment can support the learning of emergent bilingual students.

AERA Highlight: Partnering to improve relevance and impact of research

AERA Highlight: Designing for next generation teaching practices

Apr 15 2018

Examples of sustained instructional improvement across an entire school district are rare, but a five-year research-practice partnership between the University of Washington College of Education and a mid-sized urban district highlights the power of networked educators.

AERA Highlight: Strengthening argumentation in environmental science

Learning how to use evidence in making an argument is a critical skill for students to build, yet difficulties frequently arise when discipline-based learning goals conflict with schooling tasks.

University of Washington College of Education researchers took on that challenge by partnering with teachers of a project-based AP Environmental Science course to develop and revise design principles for creating "material tools" that can adequately scaffold disciplinary practice and support formative assessment, while also helping students' create better arguments.

New book aims to spread ambitious science teaching

Mar 13 2018

All students are capable of engaging deeply in scientific investigation and thinking—if conditions in the classroom are right. In the new book “Ambitious Science Teaching,” University of Washington College of Education researchers outline a powerful framework for science teaching that is rigorous and equitable for students from all backgrounds.